Predictive weights of IQ, memory and study habits do not differ significantly between 3rd and 4th grade¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A path-model comparison of the two grade-level regressions found no statistically significant difference between regression coefficients across grades (DF=5; CMIN= 5.189; p=.393), indicating stable predictor weights over two consecutive years. → Alberto Quilez-Robres 2020

Evidence¶

Alberto Quilez-Robres 2020¶

Alberto Quilez-Robres, Alejandro González-Andrade, Zaira Ortega and Sandra Santiago-Ramajo. (2020). Intelligence Quotient, short-term memory and study habits as academic achievement predictors of elementary school: a follow-up study. https://doi.org/10.1016/j.stueduc.2021.101020

q3 · i? · associational · r2

Amos Graphics v.23 path model comparing an unconstrained model (coefficients free to differ between grades) against a fixed model (coefficients equal), using structural weights. The comparison was non-significant at p=.393; equivalence was not otherwise tested.

"The results of the model comparison indicate that there are no statistically significant differences between the regression coefficients presented in the both grades (3rd vs 4th grade) (DF=5; CMIN= 5.189; p=.393), therefore, the weights of the predictor var iables are the same in the two consecutive years."

Discussion¶

Related Claims¶

• In predicting the change in achievement from 3rd to 4th grade, IQ is positively and study habits negatively associated with change, together predicting 12% — related
• IQ and study habits, but not short-term memory, significantly predict 56-59% of academic achievement variance in 3rd and 4th grade elementary pupils — related
• IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade — related
• Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
• The relationship between the WEC index and academic achievement is stable across student year levels and census years, with no meaningful interaction effects — related